Transition to university

Lauren Richards on Division of fractions 8 years, 6 months ago

Gave some feedback: Needs to be tested

Lauren Richards on Converting between Mixed Numbers and Improper Fractions 8 years, 6 months ago

Gave some feedback: Needs to be tested

Chris Graham on Substitute values into formulas 8 years, 6 months ago

Gave some feedback: Has some problems

Chris Graham commented on Substitute values into formulas 8 years, 6 months ago

In the equations for volume, the word volume itself should be in roman. 

The first part of the prompt to part (e) doesn't make sense, and the second part needs a comma after "Using the below equation".

Some additional punctuation of equations is required in the advice. And where you have in small, italic, "Rounding your answer to 1 decimal place", there is no need for this to be either small or italic in the advice. Grammatically, you've also gone from first person (plural) to second person.

Chris Graham on Converting between Mixed Numbers and Improper Fractions 8 years, 6 months ago

Gave some feedback: Has some problems

Chris Graham commented on Converting between Mixed Numbers and Improper Fractions 8 years, 6 months ago

'Which fraction is the odd one out?"... the first, because they are one digit numbers? 

I think it's too vague. "Select the fraction which is not equivilant" would be more precise, or if you want to keep the phrase because it's catchy: "Which is the odd one out? Select the fraction which is not equivilant."

In (c) and (d), include $=$ inside the LaTeX.

In the advice you have "time(s)", because the variable round could take the value 1. You could replace this text, making use of the jme function if: {if(rounds=1,"time","times")}.

Bradley Bush commented on Expand brackets and collect like terms 8 years, 6 months ago

Thank you for the feedback!

The 'doesn't work' was something Christian set when he came over and the changes we had made to the editor weren't being reflected in the test runs. I have made the statement more direct, added some string restrictions, changed the advice errors and the part b advice. 

However, for the part b) question I wanted to test the ability of the student to turn the text they are reading into equations which can then be manipulated as a higher level skill to round off the question, but I would like to hear any further opinion you have on this.

Chris Graham on Using the Logarithm Equivalence $\log_ba=c \Longleftrightarrow a=b^c$ 8 years, 6 months ago

Gave some feedback: Has some problems

Chris Graham commented on Using the Logarithm Equivalence $\log_ba=c \Longleftrightarrow a=b^c$ 8 years, 6 months ago

$\log$ should be roman, rather than $log$ and the there's actually a command \log that you can use. Similarly with $\ln$, use \ln.

The statement could be used to offer an introduction to the topic (changing the subject of a an equation with logs).

 In the advice, for completeness I think you should include all of the solutions. If you don't want to include the same amount of detail, because there is nothing new to explain, then you could say "Similarly, ..." followed by one-line solutions. 

In (d) you reference i),ii)..., but this numbering is not used in the question itself. You also give out some definitions which are required. These should be placed into a step to give the student an opportunity to glean this information when they are attempting the question.

Bradley Bush on Expand brackets and collect like terms 8 years, 6 months ago

Gave some feedback: Needs to be tested

Stanislav Duris on Using BODMAS to evaluate arithmetic expressions 8 years, 6 months ago

Gave some feedback: Needs to be tested

Stanislav Duris commented on Using BODMAS to evaluate arithmetic expressions 8 years, 6 months ago

I've made suggested adjustments. Previously, there was a step explaining BODMAS in part e) but this was probably too late in the question. I've moved this summary to the statement.

Chris Graham commented on Using Surds, Rationalising the Denominator 8 years, 6 months ago

Rather than having "Answer:" before the gap, I think I'd rather that the surd was repeated, e.g. "$\frac{1}{\sqrt{11}}=$"

In (g) and (h) your answers are displayed with a decimal on the numerator, which I presume is not what you intended. The reason for this is that the braces evaluate {{n}-sqrt({a})} to a decimal number. Try this instead to retain the integer values of n and a:

({n}-sqrt({a}))/{{n}^2-{a}}.

Good work with the advice, which is well laid out and punctuated.

Chris Graham on Using Surds, Rationalising the Denominator 8 years, 6 months ago

Gave some feedback: Has some problems

Bradley Bush on Solve quadratic inequalities 8 years, 6 months ago

Gave some feedback: Needs to be tested

Chris Graham on Using BODMAS to evaluate arithmetic expressions 8 years, 6 months ago

Gave some feedback: Has some problems

Chris Graham on Algebra vocabulary 8 years, 6 months ago

Gave some feedback: Has some problems

Chris Graham commented on Algebra vocabulary 8 years, 6 months ago

This question is crying out for a different part type, or rather a variant on match choices with answers. I'll have a think about that...

As it stands I find some of the definitions a little confusing. E.g. "Tell me what... equals. i.e 5x = 30 therefore x=6" is very difficult to read as a sentance. Think dictionary entries with a mathematical twist: "To obtain the solution to a mathematical problem. For example, given $5x = 30$, to find that $x=6$.

You should use LaTeX for mathematical expressions, even in the definitions. I think for the sake of completeness, including all of the definitions again in the advice would give the student something that they could write down / copy / reference.